Course/Training Focus: ESL for intermediate level learners
Audience: 18 +
Context: to be continued...
Class/Group Size: Varies
Location: Schools/Institutions that provide ESL courses
Media / Format: Course management software, face-to-face instruction
Module Reflection / Media Plan
Concept or theory #1 – Utilizing a) Analysis of learners could be done by
Module 1 ASSURE model to lesson planning. utilizing an online questionnaire or an initial a) Analyze learners; text (via email) in which students would b) State standards and objectives; describe how they learn best c) Select strategies and resources; b) Promote awareness of curriculum and d) Utilize resources; objectives by utilizing an online quiz format e) Require participation; (Quizlet) f) Evaluate and revise c) Set up portfolio of materials used (notes on how effective they were in practice) and keep it updated d) ? to be continued… e) Assign homework that must be done through the use of digital tool (app, software); Create a Padlet in which all students are able to interact virtually with classmates and teacher f)Research and select ways/tools to assess student performance virtually, such as Google Slides Q&A, Kahoot. Concept - Utilize visuals to enhance a) Design lessons that include a variety of Module 2 learning experience visuals to explain concepts b) Design presentations (Google Slides/PowerPoint/Nearpod) that include meaningful visuals c) Remember: visuals help making abstract ideas more concrete d) Follow design recommendations: carefully select font size, type and color; use plain background; center or left justify; concise communication 6x6 rule; keep it clean; use appropriate graphics; simple builds; use animation carefully; minimize sound; use footers to identify slides. e) Remember: Visual literacy concepts
Concept – a) Importance of guiding a) By creating original content utilizing video
Module 3 students towards creating audio & or audio, students engage in higher-thinking video processes. Storyboard activity – helps students follow a b) Observe types of educational videos process to achieve a final product. Students understand that there must be analyzing and planning before execution and production. Have students create (after modeling and guiding) their storyboards as a formative or summative assessment
b) Documentaries, dramatization, storytelling,
virtual field trips – try to fit content being taught with the most appropriate type, e.g. students must create a storytelling video in which they will practice use of past verb tenses (Simple Past, Past Continuous, Present Perfect) by telling stories they have experienced in real life Create a Podcast “channel” in which students will practice Reported Speech. After listening to a peer, they must come up with their peer’s information using Reported Speech in third person. Working in teams, after visiting a museum on an actual field trip, students will Podcast their experience practicing the use of Past verb tenses, Comparative and Superlative adjectives, expressions to convey opinions (a variation could be a documentary type video with the same learning objectives) Web 2.0 tools and functions Blogs; Wikis; Word Clouds; Online Module 4 productivity tools; Social bookmarking; Key concepts: interaction, sharing, Pinboards; Audio+video; Mashups; Mobile creating safe environment that fosters technologies; Social network creativity and sense of community. Examples: Observation: teacher must establish rules of use that are aimed at safety and Padlet – to create sharing environment for appropriateness ASSURE model, all phases of instruction including assessment. Can be used for warm-up activities, presentation of content, application of content and practice tasks, formal and informal assessments, homework assignments, lists, reviews, writing assignments, etc.
Quizlet – flashcards for concept practice,
formal and informal assessment, quizzes and practice tests and so on